And this something else for these scientists, is not material, but they are patterns of relationship. They discover that everything It depends on the interactions and that it be emergent properties that depend on them. They then arrive at a revolutionary conclusion: the padron of everything that exists, I live or not, is a network, all linked to everything. In the course of these discoveries, investigations of these last decades in biology, mainly studies of the Chilean Humberto Maturana and Francisco Varela bury the old paradigm. These scientists reaffirm the network as a model of life and sustain that living beings are autopolipoides, or self-builders themselves.

They bring the idea of a creative autonomy of human beings where everything is created through the interaction of various aspects that make up the living being. From there, say a radical constructivism in the sense that there is a world abroad responsible for our evolution. The outside world is just disturbing, each of us learn and we live in an original way. We need to create our lives and live, here is an inseparability between knowing, being and live, they are deeply integrated with our positions to teach and learn. If we think of Maturana and Varela (2001) theory of autopoiesis we constantly analyze our potential through interaction. The axis of the new paradigm of science is organized around the idea of network. Then, each of us as a node in the network that can potentiate this organization, in a very strong way since then moved by the construction power of love; arises, an absolutely revolutionary situation, in modern science: emotions of classical science dispelled the distractors of knowledge and were brought by the new biology as the essence of scientific research. For Maturana, love is essential. As an educator and researcher we ask ourselves: what kind of consequences might such divisions with separate subject? If we consider recent investigations, not only in biology, but the cognitive science in general, are pointing to the connectivity as a basic condition of construction of knowledge and subject, we can then think that education is practiced today in this kind of context, as a violence of biological needs.